Faculty of Medicine and Dentistry Department of Obstetrics ... · Competence Based Medical Education (CBME) at a Glance Terms of Reference: Competence by Design (CBD): CBD is a multi-year

University of Alberta

Faculty of Medicine and Dentistry

Department of Obstetrics and Gynecology

___________________________

Post Graduate Medical Education

Academic Advisor Resource Guide

Competence Based Medical Education

September, 2019

P a g e | 2

Table of Contents

______________________________

Competence Based Medical Education (CBME) at a Glance .........................................3

Terms of Reference: ................................................................................................3

Training Resources: .................................................................................................3

Competence Continuum (Stages) ................................................................................4

CBME & DASH Resident Progress Flowchart ...............................................................5

Academic Advisor and Resident Step by Step Meeting Process: ..............................5

Academic Advisor Resources and Step by Step Guides: ...........................................5

PGME Academic Advisor Role Description ..................................................................6

Competence by Design FAQs ......................................................................................8

P a g e | 3

Competence Based Medical Education (CBME) at a Glance

Terms of Reference:

Competence by Design (CBD): CBD is a multi-year initiative launched to transform medical education. CBD has introduced a hybrid model of competency-based medical education (CBME) to learning and assessment in residency and specialty practice across Canada. The goal of CBD is to enhance patient care by improving specialist training and lifelong learning, ensuring physicians demonstrate the skills and behaviors required to continuously meet evolving patient needs.

Entrustable Professional Activity (EPA):

EPAs are authentic tasks of a discipline. Each specialty or subspecialty carefully defines EPAs that are

best suited to ensure their resident’s progress through training. Either resident or supervisor can

initiate an observation for EPA assessment in the workplace. Over time, frequent observation and

documentation of a trainee’s performance will provide a comprehensive image of their competence

to inform promotion decisions by their competence committee.

Milestones:

Milestones provide discrete information about the individual skills that are needed to perform a

specific EPA task. A resident and supervisor can focus on the EPA as a whole or examine the

milestones linked to that EPA. Over time, this detail will help guide feedback and coaching for

improvement.

CBME.med:

https://cbme.med.ualberta.ca

An online tool used for documenting EPAs (usually initiated by the resident, and reviewed/approved

by the preceptor, using a mobile device). This website is also used to complete the Academic Advisor

Meeting form, and Competence Committee Preparation form.

Dash.med:

https://dash.med.ualberta.ca

An online tool used for reviewing EPA data (best to review assessments and forms on a computer).

Training Resources:

CBD 101 PowerPoint

Academic Advisor Orientation PowerPoint

Coaching Feedback PowerPoint

Dash Overview Video

CBME Training Videos

CBME Website

P a g e | 4

Competence Continuum (Stages)

Resident Progression: (Post Graduate Year (PGY) Level vs. Stage):

CBD breaks training down into several different stages and defined by EPAs and Milestones.

EPAs and milestones are used to create a clear learning path for residents and clear teaching

and assessment goals for educators.

Residents are no longer defined by their post-graduate year (PGY). They are now described by

the stage in their residency program (as seen in the diagram below), which identifies the levels

of competence and ability to complete a task. These stages describe what residents can and

should be allowed to do by evaluating their competency level through observation, and EPA’s

achieved. Residents may work on EPA’s that are assigned to stages above their classification.

Each resident is required to achieve specific EPA’s per rotation and stage to progress to the next

stage in their residency program. Each rotation has assigned mandatory EPA’s which can be

viewed on the curriculum map and rotation objectives (pending).

It is the resident’s responsibility to complete the EPA’s assigned to each rotation. If a resident

does not achieve the mandatory EPA’s specific to a rotation, they may not be able to progress to

the next stage in their residency program. To help mitigate this, learning plans are developed for

residents who require additional support to achieve their EPA’s and ensure they are competent

to progress to the next stage.

P a g e | 5

CBME & DASH Resident Progress Flowchart

Academic Advisor and Resident Step by Step Meeting Process:

1) Academic Advisors should meet with their assigned residents every two to three months (or

more if desired). Before every meeting, the resident must complete a Resident Preparation

Form. Form completed through CBME Website

2) During or soon after the meeting, the Academic Advisor will complete an Academic Advisor

Meeting Form. Form completed through CBME Website

3) Academic Advisors must complete a Competence Committee (CC) Preparation form before

each CC meeting (there are four CC meetings scheduled per academic year). Form completed

through CBME Website

Academic Advisor Resources and Step by Step Guides:

Academic Advisor Meeting Form Instructions

CC Preparation Form Instructions

CBME Website

Dash Website

Link to clickable flowchart: Click HERE

P a g e | 6

PGME Academic Advisor Role Description

P a g e | 7

PGME Academic Advisor Role Description

P a g e | 8

Competence by Design FAQs

Click here

P a g e | 9

Competence by Design FAQs

P a g e | 10

and ensure communication to residents about EPA mapping and expectations.

Competence by Design FAQs